\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2015e.00212}
\itemau{Schuchart, Claudia; Buch, Susanne; Piel, Sarah}
\itemti{Characteristics of mathematical tasks and social class-related achievement differences among primary school children.}
\itemso{Int. J. Educ. Res. 70, 1-15 (2015).}
\itemab
Summary: Children from socially disadvantaged backgrounds are less successful in mathematics classes than more privileged children. Based on the theoretical work of {\it P. Bourdieu} [Distinction. A social critique of the judgement of taste. London: Routledge \& Kegan Paul (1987)] we assumed that class differences in mathematics tests can be related to the presence of everyday knowledge in a mathematical task: Due to their ``habitus'' acquired via socialization, working-class children might be more often misled by references to the real world than service-class children and therefore answer the word problem incorrectly. We asked 473 year-3 pupils and 360 year-4 pupils in nine primary schools to answer mathematical items which varied only with regard to whether items were embedded in experience-based contexts (``realistic'') or not (``pure''). Our findings indicate that correct response rates of working-class and service-class children were not systematically related to item context. Since the impact of social class on correct response rates varies significantly among classes for realistic test scores, but only to a minor extent for purely mathematical test scores, further studies should focus on the differential impact of classroom instruction on mathematics achievement of children with different social backgrounds.
\itemrv{~}
\itemcc{C60 D70 F90}
\itemut{social inequality; mathematics classroom; word problems; mathematical tasks; primary school; real-life problems}
\itemli{doi:10.1016/j.ijer.2014.12.002}
\end